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首页|THIS BLOG IS POWERED BY BLOGBUS.COM 2004 年 11 月 Sun Mon Tue Wen Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 我的BLOG： ＳＴＡＲ－ＲＩＮＧ 希望能与大家互相交流． 我的分类： 教育技术学习(29) 休闲(2) ＡＢＯＵＴ ＭＥ(1) 个人随笔(3) 学习障碍的消除策略 与网隔绝的日子 久违 教育技术百科全书之blended learning learning circuits 教育技术研究方法 教育技术基础学习 EET（布卢姆学习分类） EET(自动性) 华师远教所BBS重整开张 yangyubao : 用粘贴不行的，. ihobil : 是图片贴不上去，. yangyubao : 能不能将图片也贴. ihobil : 网络学习. alreim : 网路学习的目的是. 王一 : 呵呵. wangrunhua : 要让中小学老师愿. ihobil : 小宝，多谢鼓励，. ihobil : 是呀。我也看到北. yangyubao_1979 : 今天我才上这. 我的连接： 紫竹林精舍 好友梅 黎加厚的ＢＬＯＧ 焦建利的ＢＬＯＧ 老井的ＢＬＯＧ 飞鱼的ＢＬＯＧ 余胜泉的ＢＬＯＧ 华师未来中心部阁 海戈的ＢＬＯＧ 庄秀丽的ＢＬＯＧ 张进宝的ＢＬＯＧ 海戈的主页 小宝的BLOG 少杰的blog 一声叹息 王润华BLOG 陈瑜林BLOG 黑炭BLOG 黄遒BLOG 吕贵香BLOG 谭敬德BLOG 付道明BLOG 分页: [1] [2] [3] 学习障碍的消除策略 - [教育技术学习] ihobil 发表于 2004-10-31 最近在看万千教育的“学习障碍的消除策略”一书，收获颇多。 书中提到如今我们大多教学是一种“能力竞争”，学习者学习的动机是为了比其他的学习者表现出色。因此学习者的学习缺乏一种内在动机。 不正确的动机只能导致学生对学习本身失去兴趣，他们学习只是为了避免失败，为了防止其他同学超越自己。因此这样，这样的能力竞争就使得学生失去自信，导致胆小、优柔寡断得性格。 本书倡导形成一种“平等竞争”，这样的竞争中，学生的成功不是比别人强。他们的学习目标是一个绝对的标准，只要达到这个绝对标准，任何人都可以得到高分。而且，不同与“能力竞争”中，如果很多人都拿到高分会被认为是任务简单或者评分比较宽松。但是在“平等竞争”中很多人的高分，恰恰是任务复杂而且大家完成的好的表现。“平等竞争”的环境中，学生可以选择哪些任务在评价时占大的比重。这样的环境中，学习者逐渐会对学习本身感兴趣，也就是说外在的动机转化为内在动机，这时就不再需要学习奖励。 但是从“能力竞争”到“平等竞争”的转化需要很长的时间和努力。 阅读全文 | 评论(0) | Trackback(0) | 编辑 与网隔绝的日子 - [个人随笔] ihobil 发表于 2004-10-16 这学期来了以后因为实验室搬迁，我们太久都不能上网了。时间久了发现原来离开网络我们一样正常的生活。能上网的时候，总是在网络上游荡，跟着一个帖子就能看好久。不能上网反而逼得我们去看点书，个人认为还是有点收获的。所以，塞翁失马，焉知非福？呵呵 阅读全文 | 评论(0) | Trackback(0) | 编辑 久违 - [个人随笔] ihobil 发表于 2004-09-14 太久没有到这里来写一些文字了,其实很多次都会来看看,但是一直都觉得写什么都不是那种感觉.现在就是二年级的学生了,生活中有了很多的改变.接受改变是一个人成长的一个阶段,我想我会努力让自己的生活充实起来,让我的生活每一天都是快乐的. 阅读全文 | 评论(0) | Trackback(0) | 编辑 教育技术百科全书之blended learning - [教育技术学习] ihobil 发表于 2004-06-24 对于blended learning的学习始于计算机的教育应用这门课，可是在搜索资料的时候回到了教育技术百科全书，个人认为EET的资料对我的学习起到很大的帮助。现将通过学习之后得出的一些关于blended learning的学习成果拿出来与大家分享。 Blended learning Abstract: Blended Learning is now a very popular word in corporate training and education. In this paper, we give a general introduction of blended learning. Blended learning is learning which combines online and face-to-face approaches. Its fundamental theories are cognitive theory and Constructivism. Guided by the fundamental theories, how to blend? When we blend, we have to consider institutional factors, Pedagogical factors and so on. Every coin has two sides, so does blended learning. At last we conclude the benefits and challenges of blended learning. 1. Introduction These years buzzwords have come gone in educational technology. Such as “constructivism,” “students-centered,” and “e-learning”. Nowadays blended learning comes. Blended learning is the development of e-learning, and it is very popular in training and education. 2.What is Blended Learning? The term “blended learning” is used to describe a solution that combines several different delivery methods. These can be a mix of various even-based activities such as face to face classrooms, live e-learning and software sharing, and self-paced learning. The teaching methodology has been developed through many stages. 3.The elements of blended learning There are five key ingredients emerge as important elements of a blended learning process (1) Live Events: Synchronous, instructor-led learning events in which all learners participate at the same time, such as in a live “virtual classroom.” (2) Self-Paced Learning: Learning experiences that the learner completes individually, at his own speed and on his own time, such as interactive, Internet-based or CD-ROM training. (3) Collaboration: Environments in which learners communicate with others, for example, e-mail, multi-threaded discussions or online chat. (4) Assessment: A measure of learners’ knowledge. Assessments can come before live or self-paced events, to determine prior knowledge, and post-assessments can occur following live or self-paced learning events, to measure learning transfer. (5) Performance Support Materials: On-the-job reference materials that enhance learning retention and transfer, including PDA downloads, and printable references, summaries, and job aids. Figure1: Ingredients for Blended Learning 4. Finding the right blend The main concern has been getting the right blend―providing learners with the right amount of each type of learning intervention. Blended learning has the potential to be a lot more than simply the proper mix of existing learning solutions. As to how to blend, we suggest Khan’s Octagonal Framework. It is a guide to plan, develop, deliver, manage, and evaluate blended learning programs. Khan’s Octagonal Framework enables one to select appropriate ingredients. Khan’s framework serves as a guide to plan, develop, deliver, manage, and evaluate blended learning programs. The framework has eight dimensions: institutional, pedagogical, technological, interface design, evaluation, management, resource support, and ethical. The following is an introduction to Khan’s Octagonal Framework. Khan’s Octagonal Framework l Institutional The Institutional dimension addresses issues concerning organizational, administrative, academic affairs, and student services. Personnel involved in the planning of a learning program could ask questions related to the preparedness of the organization, availability of content and infrastructure, and learners’ needs. l Pedagogical The Pedagogical dimension is concerned with the combination of content that has to be delivered (content analysis), the learner needs (audience analysis), and learning objectives (goal analysis). The pedagogical dimension also encompasses the design and strategy aspect of e-learning. This dimension addresses a scenario where all learning goals in a given program are listed and then the most appropriate delivery method is chosen. l Technological This dimension addresses the need for the most suitable learning management system (LMS) that would manage multiple delivery types and a learning content management system (LCMS) that catalogs the actual content (online content modules) for the learning program. Technical requirements, such as the server that supports the learning program, access to the server, bandwidth and accessibility, security, and other hardware, software, and infrastructure issues are addressed. l Interface Design The Interface Design dimension addresses factors related to the user interface of each element in the blended learning program. This will enable the learner to use each delivery type and switch between the different types. The usability of the user interface will need to be analyzed. Issues like content structure, navigation, graphics, and help also can be addressed in this dimension. l Evaluation The Evaluation dimension is concerned with the usability of a blended learning program. The program should have the capability to evaluate how effective a learning program has been as well as evaluating the performance of each learner. In a blended learning program, the appropriate evaluation method should be used for each delivery type. l Management The Management dimension deals with issues related to the management of a blended learning program, such as infrastructure and logistics to manage multiple delivery types. Delivering a blended learning program is more work than delivering the entire course in one delivery type. The management dimension also addresses issues like registration and notification, and scheduling of the different elements of the blend. l Resource Support The Resource Support dimension deals with making different types of resources (offline and online) available for learners as well as organizing them. Resource support could also be a counselor/tutor always available in person, via e-mail, or on a chat system. l Ethical The Ethical dimension identifies the ethical issues that need to be addressed when developing a blended learning program. Issues such as equal opportunity, cultural diversity, and nationality should be addressed. （ 2 ） Dimensions of the Blend Blended learning programs may include several forms of learning tools, such as real-time virtual/ collaboration software, self-paced Web-based courses, electronic performance support systems (EPSS) embedded within the job-task environment, and knowledge management systems. Blended learning mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced learning. This often is a mix of traditional instructor-led training, synchronous online conferencing or training, asynchronous self-paced study, and structured on-the-job training from an experienced worker or mentor. There are several dimensions of the blend. l Blending Offline and Online Learning At the simplest level, a blended learning experience combines offline and online forms of learning where the online learning usually means “over the Internet or Intranet” and offline learning happens in a more traditional classroom setting. We assume that even the offline learning offerings are managed through an online learning system. An example of this type of blending may include a learning program that provides study materials and research resources over the Web, while providing instructor-led, classroom training sessions as the main medium of instruction. l Blending Self-Paced and Live, Collaborative Learning Self-paced learning implies solitary, on-demand learning at a pace that is managed or controlled by the learner. Collaborative learning, on the other hand, implies a more dynamic communication among many learners that brings about knowledge sharing. The blending of self-paced and collaborative learning may include review of important literature on a regulatory change or new product followed by a moderated, live, online, peer-to-peer discussion of the material’s application to the learner’s job and customers. l Blending Structured and Unstructured Learning Not all forms of learning imply a premeditated, structured, or formal learning program with organized content in specific sequence like chapters in a textbook. In fact, most learning in the workplace occurs in an unstructured form via meetings, hallway conversations, or e-mail. A blended program design may look to actively capture conversations and documents from unstructured learning events into knowledge repositories available on demand, supporting the way knowledge-workers collaborate and work. l Blending Custom Content with Off-the-Shelf Content Off-the-shelf content is by definition generic―unaware of an organization’s unique context and requirements. However, generic content is much less expensive to buy and frequently has higher production values than custom content. Generic self-paced content can be customized today with a blend of live experiences (classroom or online) or with content customization. Industry standards such as SCORM (Shareable Content Object Reference Model) open the door to increasingly flexible blending of off-the-shelf and custom content, improving the user experience while minimizing cost. l Blended learning, Practice, and Performance Support Perhaps the finest form of blended learning is to supplement learning (organized prior to beginning a new job-task) with practice (using job-task or business process simulation models) and just-in-time performance support tools that facilitate the appropriate execution of job-tasks. Cutting-edge productivity tools provide ‘workspace’ environments that package together the computer based work, collaboration, and performance support tools. (3) Guideline of blended learning When we do blend, we should notice the following items. These are the basic principles that we should follow to give a effective blended learning. l Completely integrated instructional design ： A blended solution works when all the instructional components are considered holistically. What is less successful, for instance, are e-learning modules just "bolted on" to existing instructor-led training. A plan for blended delivery should include conducting the upfront analysis necessary, and ensuring the inclusion of these key components of successful instruction: interaction, instructional goals tied to performance, and learner engagement. l Each method delivering its best ： Each delivery method should be chosen for what it can deliver best. For instance, online training can often effectively provide learners with factual knowledge about a specific skill. However, the content and desired learning outcome should determine whether the practice of that skill is appropriately accomplished online, or best done in a classroom or authentic context. l Flexibility and Variety ： The choice of whether to offer alternative delivery options for the same instruction, or combine delivery methods will depend on a number of factors. Learners can often benefit from multiple delivery methods that accomplish the same learning objective. Barriers to access are eliminated, and learners have more choice in how they learn. In this part, we show guide to plan, develop, deliver, manage, and evaluate blended learning programs. According to this guide, we put forward several dimensions to blend, which can be seen as a specific model in blended learning. At the same time, during the process of blended learning, we must have some principles in mind. In this way, we can make blended learning better and more effective. 5.The benefits of blended learning The concept of "blending" grew out of the successes and failures of e-learning. So, besides the features of e-learning, blended has more unique benefits of itself. (1) We know that people learn in different ways, and different media applies to different people. Blended learning is to select the right combination of media that will drive highest teaching impact for the lowest possible cost. (2) Each media type has its own strengths and weakness. In blended learning, when it comes to how to blend, the first step is to looking at the media as options. These options are classroom teaching, web-based teaching, video and so on. Thus it is huge impact is possible. (3) Blended learning is a continuous process, rather than just a "learning event." For example, one of the simplest approaches of blended learning is to create electronic content and surround it with human, interactive content. It offers great potential and attraction for those designing, delivering, and learning and extending experience over time. (4) During blended learning, one can blend the self-paced (asynchronous) e-learning with the live classes (synchronous) together to make an advanced virtual classroom. This can engage students and make them feel a part of “class” but with some extent of freedom in self-paced study. (5) With blended learning, technology-delivered learning and the classroom come together to generate the best possible offering. 6.the challenges of blended learning However there are challenges of applying the blended learning. Teachers need to know what tools are available and understand how they can impact on their classroom teaching as well as me. They’d need to be sure that the mix or blend of learning tools, met the needs of the prescribed learning objectives. Teachers need to be computer literate and understand the impact that technology can have on the learning experience. They’d also need to ensure that any of the learning content, no matter in what way, shape or form it is presented is accurate and relevant. Teachers need to consider the leaner in the whole process, how would they need to adapt to learning in this new environment where it can be more confusing as there are so many tools that are being used to teach, train and educate. Teachers must motivate and support learners, build more support for online learning. Thus, blended learning requires more manpower and higher cost, which would constrain its large-scale applying. It requires more involvement of teacher and learner, such as there are more communication and coordinate work between teacher and learner, and we should take learner’s characteristics into account before designing the course, teachers should determine which course and which section of a course are appropriate to be learned online or by face-to-face, and the online course or related learning materials should be prepare in advance, and there must be appointed faculty to be responsible for each segment of the teaching process. There are still some issues in the blended learning to research in order to facilitate the teaching and the learning. Such as what are the best ways to blend delivery types? When to blend? What blends work best with what? What combination of tools and media will make the biggest impact for the lowest investment? 7.conclusion Blended Learning is not out of reach for anyone, learner or educator, it’s how you make the most use of the tools available to you, to enhance the learning experience for the learner and add value to business. Reference 1. Josh Bersin, What Works in Blended Learning www.learningcircuits.org 2. Harvey Singh, building effective blended learning programs 3. Encyclopedia of Educational Technology ,blended learning: choosing the right blend http://coe.sdsu.edu/eet/ 4. A background to blended e-learning http://www.kolieh.com/blended.htm 5. Jared M. Carman. Blended learning design: five key ingredients 阅读全文 | 评论(3) | Trackback(0) | 编辑 learning circuits - [教育技术学习] ihobil 发表于 2004-06-24 很多关于e-learning的很好资料，值得大家学习：） http://www.learningcircuits.org 阅读全文 | 评论(0) | Trackback(0) | 编辑 教育技术研究方法 - [教育技术学习] ihobil 发表于 2004-06-24 一个很好的教育技术研究方法的资料： http://www.et.pku.edu.cn/methods/ 阅读全文 | 评论(0) | Trackback(0) | 编辑 教育技术基础学习 - [教育技术学习] ihobil 发表于 2004-06-23 关于教育技术百科全书的学习进行这一段以来，虽然没有完全完成，但是感觉还是很有收获的。现在完成的部分主要是认知与学习的部分，从认知的角度探讨应该如何促进学习，有很多内容对我们的学习很有启示。教育技术百科全书主要是针对教育技术的初学者，为教育技术的学习者提供一种基本的概念，为后续的学习打好基础。 阅读全文 | 评论(0) | Trackback(0) | 编辑 EET（布卢姆学习分类） - [教育技术学习] ihobil 发表于 2004-06-14 布卢姆的学习分类 布卢姆将学习行为分为：认知、情感和技能。 认知部分 认知学习是由人的智力能力展示的。认知学习行为的特点是可观察和不可观察的技能（如：理解信息、组织观点以及评价信息和行动）。 评价 判断信息的价值 综合 从多种因素中建立一个模式 分析 把信息分成部分以便更好的理解 应用 将知识运用到新环境 理解 理解信息 知识 记忆资料 情感部分 情感部分将学习者的情感划入学习经验。学习者的态度、兴趣、注意力、意识和价值都是情感行为的部分。 内化价值 价值系统控制的行为 组织 组织价值的优先顺序 评价 一个人对事物的评价 对现象作出反应 学习和参与时表现积极 接受现象 意识，愿意去听 布卢姆没有对技能学习做深入研究，但是辛普森提出 7种技能类别支持布卢姆的分类。 创新 学习者能创造新的动作模式 适应 学习者能够修正自己的动作模式以适应具体情境需要 复杂的外显反应 学习复杂动作的中间阶段 机械动作 能完成复杂动作 有指导的反应 复杂动作技能学习的早期阶段，包括模仿和尝试错误 准备 对固定动作的准备 感知 运动感官获得信息以指导动作 Anderson and Krathwohl 对布卢姆的分类模式进行修改，他们将认知过程和知识维度结合起来，修改后的分类可以帮助教学设计者和教师编写和修改学习目标。 修改后的分类将要学习的知识（知识维度）和学习的过程（认知过程）合并起来，这样可以让教学设计者有效地将目标和评价技术结合起来。 知识维度 认知过程维度 事实知识 识记 理解 应用 分析 评价 创造 概念知识 过程知识 元认知知识 对于教师，整个单元的目标可以分成分类图上的各个部分，确保认知过程的各个阶段都能用到，而且学生学习不同种类的知识。例如，如果数学老师计划备综合课，他或她就要使用分类表来确保学生不仅学会各种数学程序，还要学会如何思考 (元认知)解决数学问题的最好办法。 教师也可以用新的分类图测量单元现在的目标，并修改目标使它们彼此结合，与评价结合。 识记：识别、回忆 理解：解释、例证、分类、总结、推断、比较、说明 应用：执行、实现 评价：检验、批评 创造：产生、计划、生产 因为编写目标的目的就是确定教师想让学习者学会什么，使用具体的目标可以通过给学生活动分类帮助他们更好的理解每种活动的目的。 阅读全文 | 评论(0) | Trackback(0) | 编辑 EET(自动性) - [教育技术学习] ihobil 发表于 2004-06-13 在一项技能或者任务自动化之前，都是一步一步的进行的。当大脑识别到熟悉的任务时，它就处理信息并且在过程中应用正确的规则，这样就能减少工作记忆的需求，允许进行更高层的信息处理。 发展自动性：人脑是如何做到的 自动性的发展包括大脑使用的改变和大脑活动的减少。最初的任务处理是基于程序的，并按照一系列的步骤完成。处理新信息就会使工作记忆的负荷变重。 当技能重复时，大脑识别出信息并更快更容易处理这些信息。大脑活动会产生巨大的变化，自动性的形成会减少 90％的工作记忆的负荷。 阅读全文 | 评论(0) | Trackback(0) | 编辑 华师远教所BBS重整开张 - [教育技术学习] ihobil 发表于 2004-06-13 近日华师远教所BBS在众多同学的努力下重新开张了， http://218.19.140.219/bbs/ ，大家可以去光顾，交流学习了！ 阅读全文 | 评论(0) | Trackback(0) | 编辑 EET(自主学习） - [教育技术学习] ihobil 发表于 2004-06-06 我应该自己做试验还是干脆问别人好了？计算机初学者可以使用丰富的信息和资源，大多数人仍坚持去问别人“我该怎样 … ？” , 这样的做法和做试验自己发现如何解决一个既定的任务是相对的。本文调查了为什么大家都宁愿问别人，并得出最可行的解决办法。 我应该怎样？ 关于为什么初学者愿意向其他人求助而不愿意自己去看指南有很多原因，但是最普遍的解释是比较方便。例如，去问别人怎么完成某个任务比自己用指南去查要容易。初学者经常发现要明确表达他们的疑问很困难。 一些非人力资源因为太难或者不清楚让初学者感到沮丧。另一方面，设计合理的资源可以让初学者对他们解决问题的能力感到自信。 除了问别人之外 非人力资源可以在哪些方面帮助初学者？他们可以选择使用设在一些程序中的帮助向导。一个例子就是微软 OFFICE 软件的只能代理平台。这些代理是用提供（有时是主动的）一些建议或者询问使用者的目标的方式提供帮助的。 其他的资源包括 CD － ROM 或者录像带指南。另外一个选择是参加基于计算机的培训或者教师讲解的讨论会。其他的资源还有一个操作系统中体现的暗示。微软的 Windows 的工具提示或者 Macintosh 的气球帮助都是这样的例子。当然还有 Internet, 它提供各种新闻组、 BBS 和站点。 我们应该做什么？ 向别人求助是比较容易的。作为教学设计者，我们可以设计一些更容易理解、更为直观的自我帮助系统。微软的 OFFICE 的助手就是很好的例子。本质上这个助手和下拉菜单提供同样的信息，这些助手却得到的大家的欢迎和使用。说它们直观是因为只要输入一个问题，它就会提供解决这个问题的响应选择。 这个成功的帮助系统的另一面是这个助手可以集中解决一个问题。当使用者在助手提供的一系列中浏览时，无关的信息都被去掉，可以最终找到正确的解答。这样容易理解。相对用很多页码解释一个程序每种可能功能的方法，这种只介绍简明信息的方法更受初学者的欢迎。 我们总是在强调：不要直接告诉学生该怎么去做，而是让他们自己去发现。可是发现式教学不是说教师什么都不作，就让学生自己去学习，去发现。要真正的实现发现式学习，就要提供发现学习的条件。学生之所以喜欢被告知，是因为那样很容易就能解决问题。联想到现代远程教育，学生更多的是要自主学习，可是如果我们提供的网络课程或者学习材料不能让他们迅速找到解决问题的办法，那么他们当然就会对自主学习失去信心。 阅读全文 | 评论(2) | Trackback(0) | 编辑 EET(自动性） - [教育技术学习] ihobil 发表于 2004-06-03 我们关于生命的理解一般是开始简单，然后变得复杂，但是大脑的认知过程是先复杂后简单。 新手与专家的处理连续统不同 连续统 控制过程 自动过程 注意 高度集中于过程 很少集中或未察觉 认知负荷 中到高 低到中 努力 努力的，艰苦的 操作容易 学习 从不精确到精确且适应性很强 精确到自动，很难改变 记忆检索 效率低，不精确 效率高，精确 表现 比较慢的按部就班实行－有限的连续处理 多任务时有意识－增强的平行处理 速度 反应慢 快且易响应 阅读全文 | 评论(0) | Trackback(0) | 编辑 有感双语课 - [教育技术学习] ihobil 发表于 2004-05-29 前一段时间开始选了赵建华老师的《计算机教育应用》这门课，这门课可以说是blended learning 的实例，因为我们除了每周1－2次的face-to-face的教学，还使用webcl的平台，在小组平台内协作学习。大概每个小组4－7人不等，每个人属于两个不同的群体，一个就是整个班级，另一个就是自己所在的小组。同学们可以在班级论坛或者小组论坛协作学习。 这么一段时间以来，个人感觉 （1）从技术层面而言，webcl是一个很好的协作学习的平台，它的功能很完整；（2）从教学测率而言，赵老师的课上face-to-face与课下online的结合符合blended learning的思想，确实可以提高学习效果。 存在的问题就是：赵老师会给我们每个小组分配一个任务，到下节课每个小组有个报告人作报告，而且要求尽量用英语报告。因为大家的英语水平不齐，尤其是大部分同学的英语听力不是很好，而且因为不是个人的母语，听了以后还有在脑子里翻译成中文，这样就听一句没一句的。所以大多数同学都认为基本别人在作报告的时候下面听得其他人有点是在浪费时间，不如用中文报告有收获。 我想这是我们这门课最突出的问题，但是双语课本身就是要提高我们的英语水平，所以这个问题应该从两个方面解决： （1）报告者尽量做到发音正确，且不要太快，如果可以的话能加以解释。 （2）听者要几种精力去听，不能因为费力就放弃。另外对于所有同学提高英语水平是个根本的问题。 阅读全文 | 评论(2) | Trackback(0) | 编辑 反思 - [个人随笔] ihobil 发表于 2004-05-25 最近一直都闲不下来，这样那样的作业一大堆，再加上感冒，每天昏昏沉沉的，学习效率特别的低。 所以近来很少在BLOG上写东西，EET的研究进度也比原先的计划慢了很多，希望接下来能抓紧时间继续吧。 阅读全文 | 评论(0) | Trackback(0) | 编辑 EET第一部分（3） - [教育技术学习] ihobil 发表于 2004-05-21 在认知与学习、成人教育这两部分之后，EET主要开始探讨认知心理学的内容，主要包括四个小部分：人造神经系统、引起注意力、保持注意力和注意力理论。其中人造神经系统主要是试图模仿人脑的工作模式，并将这样的成果应用实际生活当中。引起注意力则主要是探讨了一下如何引起学习者的注意力，给出一些引起学生注意力的所要注意的事项，比如适当的颜色、大小、质地等的改变都能引起学生的注意力。保持注意力部分则主要是提出在面对面的课堂教学以及在线同步教学如何保持学生的注意力。从视觉和听觉两方面进行分析。其中提到在线教学要假设学生的注意力已经流失，并要借助技术来恢复学生的注意力。我个人认为这种观点对于远程教学很具有参考价值。首先要假设学生已经分心，这样就要在教学内容的设计和教学活动的设计方面下功夫来重新获得注意力，并要保证教学内容比学习者本身所处现实环境更具有吸引了。所以，我们不能只是为了告诉别人我们在使用一些先进的技术，而是要保证我们确实使用了这些技术，并且是正确的使用了这些技术，让这些技术确实为在线教学服务。 我个人最大的收获是，以前总以为网络教育中技术的使用一般只是提供空间分离学生之间的交流，现在知道使用技术来引起并保持学生的注意力也是网络教育中技术的用武之地。 阅读全文 | 评论(4) | Trackback(0) | 编辑